scholarly journals Agonistic Behavior Is Affected by Memory in the Dusky Damselfish Stegastes fuscus

2021 ◽  
Vol 15 ◽  
Author(s):  
M. M. Silveira ◽  
J. F. de Souza ◽  
H. Araujo-Silva ◽  
A. C. Luchiari
Keyword(s):  
Recognition Test ◽  
Social Dynamics ◽  
Individual Recognition ◽  
Memory Test ◽  
Memory Retention ◽  
Stimulus Fish ◽  
Recognition Ability ◽  
Conspecific Recognition ◽  
The Individual ◽  
Dusky Damselfish

The ability to discriminate familiar from unfamiliar conspecifics has been demonstrated in several species of fish. Agonistic interactions are among the most frequent behaviors exhibited by territorial species and could offer useful information for the individual recognition process. In agonistic situations, memory may modulate the behavioral response and affect social dynamics, but few studies have explored the memory retention acquired during aggressive encounters. The present study investigated the memory retention of an agonistic encounter in the dusky damselfish Stegastes fuscus. The experimental procedure was divided into three parts: (1) Familiarization; (2) Recognition test; and (3) Memory test. During the familiarization phase, the fish were visually exposed to the same conspecific for 5 days (10 min per day) and the behavior was recorded. On the following day (conspecific recognition test), half of the animals were paired with the same conspecific and the other half with a different conspecific for 10 min, and the behavior was recorded. The fish were retested 5, 10, and 15 days after the test to evaluate memory retention. In the memory test, they were exposed to the same conspecific as before or to a different conspecific. We found that the damselfish reduced their agonistic displays when the stimulus fish was familiar, but when it was unfamiliar, the animals were more aggressive and only reduced their mnemonic response after 10 days. These results suggest that the recognition ability of damselfish can be affected by time and that it modulates agonistic response.

scholarly journals Usage-Based Individual Differences in the Probabilistic Processing of Multi-Word Sequences

2021 ◽  
Vol 6 ◽  
Author(s):  
Kyla McConnell ◽  
Alice Blumenthal-Dramé
Keyword(s):  
Individual Differences ◽  
Recognition Test ◽  
Language Processing ◽  
Transition Probability ◽  
Bigram Frequency ◽  
Semantic Meaning ◽  
Reading Experience ◽  
The Individual ◽  
Vocabulary Assessment ◽  
Absolute Control

While it is widely acknowledged that both predictive expectations and retrodictive integration influence language processing, the individual differences that affect these two processes and the best metrics for observing them have yet to be fully described. The present study aims to contribute to the debate by investigating the extent to which experienced-based variables modulate the processing of word pairs (bigrams). Specifically, we investigate how age and reading experience correlate with lexical anticipation and integration, and how this effect can be captured by the metrics of forward and backward transition probability (TP). Participants read more and less strongly associated bigrams, paired in sets of four to control for known lexical covariates such as bigram frequency and semantic meaning (i.e., absolute control, total control, absolute silence, total silence) in a self-paced reading (SPR) task. They additionally completed assessments of exposure to print text (Author Recognition Test, Shipley vocabulary assessment, Words that Go Together task) and provided their age. Results show that both older age and lesser reading experience individually correlate with stronger TP effects. Moreover, TP effects differ across the spillover region (the two words following the noun in the bigram).

Conclusions from Social Dynamics in Collaborative Environmental Didactics

2015 ◽  
Vol 5 (2) ◽  
pp. 68-92
Author(s):  
Gilbert Ahamer
Keyword(s):  
Social Dynamics ◽  
Real Life ◽  
Team Work ◽  
Self Organization ◽  
Social Self ◽  
Sustainable Solutions ◽  
Expert Opinions ◽  
Independent Expert ◽  
Future Society ◽  
The Individual

The social and didactic dynamics produced in implementations of the negotiation-oriented and partly web-based game “Surfing Global Change” (SGC) was analyzed by independent experts after their observations in advanced interdisciplinary university courses. It could be empirically demonstrated that the intended didactics of SGC were successful; namely that they were grounded on “active, self-organized learning”, training of “competence to act” and on responsibility for both practicable and sustainable solutions for the future society. The outlay of SGC succeeds in equilibrating competition vs. consensus, self-study vs. team work, sharpening the individual standpoint vs. readiness to compromise, differentiation into details vs. integration into a whole and hence mirrors professional realities. In this spirit, the architecture of SGC gives a framework for “game based learning” along its five interactive game levels. The conclusion is made that the set of game rules acts as a boundary condition for expected processes of social self-organization. The independent expert opinions express the importance of self-responsibility, for example when defining team size (ideally 3-5), during the identification of students with a project relevant to real life, and with the trainer staying on the meta level without entering into student discussions. Hence, self-organization in SGC allows for self-responsibility.

Individual signatures outweigh social group identity in contact calls of a communally nesting parrot

2019 ◽  
Vol 31 (2) ◽  
pp. 448-458 ◽  
Author(s):  
Grace Smith-Vidaurre ◽  
Marcelo Araya-Salas ◽  
Timothy F Wright
Keyword(s):  
Social Dynamics ◽  
Group Membership ◽  
Individual Recognition ◽  
Geographic Distance ◽  
Vocal Learning ◽  
Acoustic Similarity ◽  
Clinal Variation ◽  
Contact Call ◽  
Significant Similarity ◽  
Myiopsitta Monachus

Abstract Despite longstanding interest in the evolutionary origins and maintenance of vocal learning, we know relatively little about how social dynamics influence vocal learning processes in natural populations. The “signaling group membership” hypothesis proposes that socially learned calls evolved and are maintained as signals of group membership. However, in fission–fusion societies, individuals can interact in social groups across various social scales. For learned calls to signal group membership over multiple social scales, they must contain information about group membership over each of these scales, a concept termed “hierarchical mapping.” Monk parakeets (Myiopsitta monachus), small parrots native to South America, exhibit vocal mimicry in captivity and fission–fusion social dynamics in the wild. We examined patterns of contact call acoustic similarity in Uruguay to test the hierarchical mapping assumption of the signaling group membership hypothesis. We also asked whether geographic variation patterns matched regional dialects or geographic clines that have been documented in other vocal learning species. We used visual inspection, spectrographic cross-correlation and random forests, a machine learning approach, to evaluate contact call similarity. We compared acoustic similarity across social scales and geographic distance using Mantel tests and spatial autocorrelation. We found high similarity within individuals, and low, albeit significant, similarity within groups at the pair, flock and site social scales. Patterns of acoustic similarity over geographic distance did not match mosaic or graded patterns expected in dialectal or clinal variation. Our findings suggest that monk parakeet social interactions rely more heavily upon individual recognition than group membership at higher social scales.

scholarly journals The Use of Orthographic Knowledge in Beginning Reading

1986 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Lauren Leslie ◽  
Brenda Thimke
Keyword(s):  
Word Recognition ◽  
Recognition Test ◽  
Second Graders ◽  
Beginning Reading ◽  
Orthographic Knowledge ◽  
Search Tasks ◽  
Recognition Ability ◽  
Word Search ◽  
The Relationship

The purpose of the present study was to determine the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Fifty-six first and second graders were administered a word recognition test, two tests of orthographic knowledge, and two search tasks. The results indicated that when searching for multiple word targets children with word recognition levels of less than 2–2 searched similarly through all fields, whereas children with word recognition levels of 2–2+ searched faster through pseudowords and nonwords than through words. When searching for members of a category, children with word recognition levels below 2–1 searched faster through nonwords and pseudowords than through words providing no evidence for the use of orthography in word search. Children with word recognition levels above 2–1 searched faster through nonwords than through pseudowords and words, demonstrating a generalized effect of orthographic structure.

scholarly journals Explaining Memory Amplification: Is It All About the Test Format?

2017 ◽  
Vol 6 (3) ◽  
pp. 394-406
Author(s):  
Melanie K. T. Takarangi ◽  
Jacinta M. Oulton ◽  
Deryn Strange
Keyword(s):  
Recognition Test ◽  
Traumatic Events ◽  
Memory Test ◽  
Ptsd Symptoms ◽  
Test Format ◽  
Memory Errors ◽  
Amplification Effect ◽  
Written Descriptions ◽  
Response Biases ◽  
Over Time

Trauma-exposed people commonly exhibit a “memory amplification” effect, endorsing exposure to more traumatic events over time. Studies reporting this phenomenon have typically relied on checklists, where participants read event descriptions and indicate (yes/no) their exposure. We examined whether that approach is vulnerable to response biases and memory errors. In two experiments, participants viewed negative photos and completed an Old-New recognition test. In Experiment 1, participants completed either a photo recognition test or description test—composed of written descriptions of negative photos. In Experiment 2, we measured analogue PTSD symptoms and participants completed the description test twice, 24 hr apart. Those in the description test condition performed worse on the memory test and were more biased to endorse negative photos compared with the photo test condition. Furthermore, this bias to endorse negative photos increased over time and was related to analogue PTSD symptoms. Overall, our findings suggest that test format plays a role in memory amplification.

Some Effects of Training on Speech Recognition by Hearing-Impaired Adults

1981 ◽  
Vol 24 (2) ◽  
pp. 207-216 ◽  
Author(s):  
Brian E. Walden ◽  
Sue A. Erdman ◽  
Allen A. Montgomery ◽  
Daniel M. Schwartz ◽  
Robert A. Prosek
Keyword(s):  
Speech Recognition ◽  
Recognition Test ◽  
Recognition Performance ◽  
Rehabilitation Program ◽  
Hearing Impaired ◽  
Aural Rehabilitation ◽  
Sentence Recognition ◽  
Consonant Recognition ◽  
The Individual

The purpose of this research was to determine some of the effects of consonant recognition training on the speech recognition performance of hearing-impaired adults. Two groups of ten subjects each received seven hours of either auditory or visual consonant recognition training, in addition to a standard two-week, group-oriented, inpatient aural rehabilitation program. A third group of fifteen subjects received the standard two-week program, but no supplementary individual consonant recognition training. An audiovisual sentence recognition test, as well as tests of auditory and visual consonant recognition, were administered both before and ibltowing training. Subjects in all three groups significantly increased in their audiovisual sentence recognition performance, but subjects receiving the individual consonant recognition training improved significantly more than subjects receiving only the standard two-week program. A significant increase in consonant recognition performance was observed in the two groups receiving the auditory or visual consonant recognition training. The data are discussed from varying statistical and clinical perspectives.

Bridging Domains in Efforts to Reduce Disparities in Health and Health Care

2006 ◽  
Vol 33 (4) ◽  
pp. 440-458 ◽  
Author(s):  
Shiriki K. Kumanyika ◽  
Christiaan B. Morssink
Keyword(s):  
Health Care ◽  
Population Health ◽  
Health Care Services ◽  
Social Dynamics ◽  
Task Force ◽  
Integrated Approach ◽  
Individual Level ◽  
Advantages And Disadvantages ◽  
Care Services ◽  
The Individual

The concept of health disparities is a familiar one, but we must continually challenge our thinking on how disparities issues are framed. The 1985 Report of the Secretary’s Task Force on Black and Minority Health established a disease-oriented focus on “excess deaths” as the primary targets of disparities initiatives. However, progress in reducing disparities has been limited. The disease focus, which emphasizes the individual-level and health care services, may be too narrow. A “population health” perspective can foster a more comprehensive and integrated approach. Both disease-oriented and population health perspectives have advantages and disadvantages, for both policy and practical purposes. The challenge is to effectively leverage both approaches to improve the health of ethnic minority and other disadvantaged populations. We need bridge builders who can articulate and hear diverse perspectives, work with systems, and maintain a long-term vision for affecting the social dynamics of society

An acoustic system for the individual recognition of insects

2012 ◽  
Vol 131 (4) ◽  
pp. 2859-2865 ◽  
Author(s):  
Bo Zhang ◽  
Jinkui Cheng ◽  
Yan Han ◽  
Liqiang Ji ◽  
Fuming Shi
Keyword(s):  
Individual Recognition ◽  
Acoustic System ◽  
The Individual

Structure of the recall process

1983 ◽  
Vol 302 (1110) ◽  
pp. 373-385 ◽  
Keyword(s):  
The Other ◽  
Memory Representation ◽  
Memory Retention ◽  
Individual Item ◽  
Memory Processes ◽  
Retrieval Cues ◽  
Major Index ◽  
The Individual

It is often appropriate to analyse memory processes at a binary level corresponding to the individual item, which may be either remembered or not. But an alternative, considered here, is to study memory for material that is explicitly multicomponent in nature. This procedure is necessary in attempting to resolve some basic issues concerning memory representation. For example, the use as retrieval cues of differing combinations of components produces differing patterns of recall, in differing quantities. How may these distributions be accounted for? Similarly, what are the effects upon memory of varying the attention paid to different components, or combinations of components? In dealing with such questions, it is useful to distinguish direct and indirect retrieval routes. This distinction can be shown to be of particular service in elucidating the relation that recall bears to the other major index of memory retention, recognition.

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